To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

The purposes of this mixed-method study were to investigate teachers' perceptions of effective vocabulary interventions for middle-school students struggling with obtaining proficient interdisciplinary literacy skills and to determine if there is a relationship between teaching experience and the sense of self-efficacy with implementation of a variety of word learning strategies. The researcher sent 332 middle school teachers an invitation to participate in an electronic survey. The instrument included a rank ordering of questions about vocabulary instruction and the administration of the Teacher Self-Efficacy Scale (TSES). There were 44 teachers, 13%, who qualified for participation by completing the survey. The researcher found the respondents' primary concerns regarding vocabulary instruction were consistent with previous research. Correlation statistics indicated teaching experience was not related to reported levels of self-efficacy.

Educational use only, no other permissions given. Copyright to this resource is held by the content creator, author, artist or other entity, and is provided here for educational purposes only. It may not be reproduced or distributed in any format without written permission of the copyright owner.